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The Learning Conference 2003

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Presentation Details

 

Can Management Students' Learning Expectation Influence Perceived Learning Effectiveness? - An Empirical Study Using Teacher and Learner Focused Approach

Sugumar Mariappanadar.


Whether students' with different learning expectations of studying Organisational Behaviour would prefer different teaching methods was explored using a self-report questionnaire among 51 male and 34 female under graduate Organisational Behaviour students between 20 and 40 years of age. The student population in Australian tertiary education is diverse and hence their learning expectations from the subject they have enrolled in varied depending on the individual background. Students' learning expectations of a subject varied between 'accumulating knowledge' (AoK) for future use and 'strengthen work based knowledge'. The Accumulation of Knowledge' (AoK) for future use is based on surface and atomist approach to learning and 'Strengthen Work-Based Knowledge' (SWBK) derived from deep and holist approach to learning.

In this study perceived learning effectiveness was measured based on students' perception of achievement of high grades, transfer of learning, independent learning and group or cooperative learning. Further, different teaching methods like didactic, simulated business exercise, case analysis and computer-based learning were used to study the impact on perceived learning effectiveness. Factor analysis and chi-square was used to analyse the data.

The results indicate that students with AoK learning expectations prefer learner focused to teacher-focused approach to teaching along with multiple teaching methods to satisfy varied learning expectations among students. The impact of teacher and learner-focused approaches on perceived learning effectiveness is also discussed. The types of teaching methods used in teaching organisational behaviour have different impact on the perceived learning effectiveness of the students and the graduate attributes depending on students' learning expectations. It is concluded that in teaching management subjects it is important to take into consideration of students learning expectations towards the subject and appropriately plan and align the focus of teaching (learner/teacher focus) and use multiple teaching methods to achieve learning effectiveness and graduate attributes.

Presenters

Sugumar Mariappanadar  (Australia)
Lecturer
Department of Management
Monash University

Dr. Sugumar Mariappanadar teaches in the areas of human resource management, organisational change and development, leadership & management, entrepreneurship and organisational behaviour. Apart from his teaching and consultancy experience he has also published in reputed journals and book chapters. He has supervised research students from the Honours to Ph.D degree. His present research interest includes sustainable human resources management, employee value measurement, employee motivational gratification and spirituality & management

Keywords
  • Teaching and Learning
  • Learning Effectiveness
  • Management Teaching Methods
  • Students' Learning Expectations



(Virtual Presentation, English)